REGIONAL TRAINING UNIT - School Development Service Staff C… · Web view · 2010-06-15The first Regional Training Unit (RTU) ... have been included in this report. The full results

REGIONAL TRAINING UNIT

STAFF COLLEGE SURVEY

RESULTS

MARCH 2009

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REGIONAL TRAINING UNIT

STAFF COLLEGE SURVEY

MARCH 2009

Page

1. Introduction 3

2. Summary of Main Findings & Survey Results 6

2.1 Demographic information 6

2.2 Staff College Provision 8

2.3 Responsiveness and Reliability of the Staff College Staff and Associates 9

2.4 Accredited Course Provision 10

2.5 Overall Training Provision 12

2.6 The Management Resource Centre (MRC) 13

2.7 Key Features of the Staff College Provision 15

2.8 Survey Review 20

3. Strengths and Areas for Improvement 21

4. Appendices

Sample questionnaire

Staff College Survey Results by Graphs

1. Introduction1.1 Background

The first Regional Training Unit (RTU) Staff College Survey was carried out during

November/December 2008. This was the first Survey of this type to be commissioned by the RTU

Staff College. For this survey the sample was chosen from those members of staff from partner

organisations who had availed of Staff College Provision from January 2007 to October 2008 and

included those staff members who had participated in Staff College sponsored provision including:

Accredited Course Provision including ILM level 3 and level 5 and CMI level 7 programmes; An introduction to Competency Based Recruitment; Selection Interview Skills training for Board Officers; Professional Certificate in Investigative Practice; OLTE Programmes; ASPECT provision; Building Skills and Capabilities for Change.

The questionnaire was distributed by means of a postal questionnaire to 648 members of staff.

Research indicated that of the 648 staff members, more that 85 per cent had attended more than one

course provided by the RTU Staff College during the last 20 months. All recipients were asked to base

their responses to the survey on the most recent course attended. To ensure the independence of the

survey, the results were analysed by staff from the Central Management Support Unit, based in the

Southern Education and Library Board.

130 members of staff responded to the survey, which made the response rate a disappointing 20 per

cent. Of the 130 respondents 57 per cent (74) indicated that they had participated in accredited

programmes, 22 per cent (29) had attended the Building Skills and Capabilities for Change programme;

the remaining 21 per cent (27) respondents had attended other courses as outlined above.

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1.2 Aims and objectives

The main objective of the survey was to assess current opinion regarding all aspects of Staff College

Provision and to assist the College in setting standards; developing performance information; assist

with future proofing and establishing baseline data in respect of continuous improvement in service

delivery, in relation to:

1. The tangible aspects of Staff College Provision including: - the quality of information contained

in the Prospectus/RTU Web Site; pre course information; quality of administrative

arrangements; quality of handouts; visual aids and the quality of the venues used and the

catering provided.

2. The Responsiveness and Reliability of the Staff College Staff and Associates including: - the

punctuality and dependability of course facilitators; the level of response by Staff College Staff

to telephone calls, e-mails and letters and the ability of course facilitators to put all participants

at ease during the learning experience.

3. Accredited Course Provision: - seeking feedback regarding the subjects studied and

applicability to present job; quality of facilitator’s knowledge in the subject area; the subjects

studied and their applicability to posts staff may wish to apply for in the future and the length of

time between completing the coursework and receiving the final result.

4. Overall Training Provision: - including the overall quality of provision, in particular the

relevance of the training material; the duration and frequency of courses; whether attendance

was a good use of time; and whether attendance has assisted in the development of leadership

capacity, managing and facilitating change, improving communication skills and managing

conflict.

5. The Management Resource Centre (MRC): - the inclusion of this section sought to determine

awareness of this resource and the extent of usage among those staff.

6. Elements of the survey were loosely based on the SERQUAL model (Parasuraman et. al., 1988)

which is a technique which can be used for performing a ‘gap analysis’ to improve service

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quality in an organisation. The scale decomposes the notion of service quality into five

constructs as follows:

* Tangibles - physical facilities, equipment, staff, appearance, etc.

* Reliability - ability to perform service dependably and accurately

* Responsiveness - willingness to help and respond to customer need

* Assurance - ability of staff to inspire confidence and trust

* Empathy - the extent to which caring individualised service is given

For example:

1. The ability of the RTU Staff College to perform the promised service dependably and accurately.

2. The appearance of the facilities used by the RTU Staff College, including venues, quality of food, handouts, equipment, personnel and communication materials such as the Prospectus and the RTU Web Site.

3. The RTU Staff College willingness to help candidates and provide a prompt service.

4. The knowledge and courtesy of the RTU Staff College, staff, and their ability to convey trust and confidence.

5. The caring, individualised attention the RTU Staff College provides for its candidates.

Respondents were asked to rate which of the above factors, they considered to be the most and least

important.

7. In addition, respondents were provided with the opportunity in a ‘Survey Review’ Section to

comment on the survey methodology to help inform the structure, timing and content of future

Staff College Surveys.

At the end of the questionnaire, respondents were invited to make comment about any aspect of Staff

College provision. The responses comprised almost 1500 words. Examples of the comments, both

positive and negative, have been included in this report. The full results of the survey in graphical

format are presented in an appendix to this document.

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2. Summary of main findings

2.1 Demographic information

2.1.1 The responses to the survey were from the following partner organisations:

Table 1

Frequency Percent BELB 29 22 CCEA 2 1 CCMS 9 7 CnaG 2 1 NEELB 31 24

NICIE 1 1SEELB 18 14

SELB 21 17 WELB 15 12

Other 2 1 Total 130 100

2.1.2 About 18% of staff who completed the survey indicated that they had been in post for over 26

years. The length of service for all respondents was:

Table 2Length of Time in Post

Frequency Percent 0-5 years 16 12 6-10 years 29 22 11-15 years 17 13 16-20 years 25 19 21-25 years 18 14 26 years+ 23 18 No reply 2 2 Total 130 100

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2.1.3 The age breakdown of respondents was:

Table 3Age Profile

Frequency Percent 21-30 years 8 6 31-40 years 25 19 41-50 years 57 44 51 years+ 38 29 No Reply 2 2 Total 130 100

2.1.4 The results indicated a gender bias – over 60% of respondents were female.

Table 4

Gender

Frequency Percent Male 48 37 Female 82 63 Total 130 100

2.1.5 Most (96%) were employed on a full-time basis; 3% part-time and 1% indicated ‘other’.

Table 5Status

Frequency Percent Full Time 125 96 Part time <20 hrs per week 4 3 Other 1 1 Total 130 100

2.1.6 11% of respondents earned less than £20,000

60% earned more than £20,000 but less than £40,000

29% more than £40,000 per year

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2.2 Staff College Provision

2.2.1 78% rated the quality of information about Staff College Provision in the RTU Prospectus as

excellent/good with 70% indicating that they believed the quality of information provided via

the Web Site to be excellent/good. With regard to accuracy, clarity and timeliness of course

joining instructions over 80% stated that they were excellent/good also. High ratings (>80%

excellent/good) were also received in respect of other tangible aspects of provision including:

quality of administrative arrangements; appropriateness of learning objectives; quality of

handouts and other materials and the quality of visual aids. 40% of respondents rated the

facilitators’ ability to engage with participants as excellent with 46% rating the knowledge of

the facilitators in the subject area also as excellent. The ratings in respect of venues used;

cleanliness and quality of the catering supplied were >95% positive satisfaction (excellent,

good, fair). Various comments were received in respect of this section of the survey. These

included:

Would welcome an email to all users letting us know that the booklet for forthcoming year is on internet for every one to access.

Presenters very knowledgeable and supportive. They provided support materials and face to face training which was most valuable. Keep doing what you do so well! Your tutors are excellent. (Level 7 CMI Dip Mgt)

Death by PowerPoint, too many handouts, not enough discussion. Quality of in-house staff excellent, some part-time staff poor. There is an issue of staff being

used who have always been used not because they are good enough. I felt that the information about applying and joining the course was very straightforward when

I applied, but was not so clear when a colleague was interested. The entry process had changed and was actually less complicated but we couldn’t find the relevant information in the prospectus or on-line.

Board officers should be made aware of courses available which may be of benefit. Excellent course, friendly staff, location good. Course worthwhile.

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2.3 Responsiveness and Reliability of the Staff College Staff and Associates

2.3.1 The results from this section indicate a high level of satisfaction regarding aspects of reliability

and responsiveness of Staff College Professional Development Officers and Associates. This

included the punctuality and dependability of facilitators

(96% agreement) and their ability to behave with integrity, and display a commitment to their

work (92%).

2.3.2 Overall, the results highlight that course facilitators are polite, respectful and considerate,

successful in their role as trainers of adults and deliver the service in a professional manner. As

part of this section, respondents were asked to consider the provision of information concerning

how to contact facilitators and to comment on ‘ease of contact’ and responsiveness to: requests

for information; and to e-mails. The results in this area although still high (>65% agreement)

indicate that there are potentially some difficulties and highlight an area for improvement.

Comments received include: -

“Contacting personnel in RTU impossible, messages are never acted on and rarely is an e-mail replied to” (ILM level 3 Candidate)

“Staff sick leave was noticeable during my course and made the completion of the course more difficult” (ILM level 3 Candidate)

2.3.3 It is clear that a greater emphasis should be placed on raising awareness to candidates of the

availability of on-line materials from the RTU Web-Site including if applicable via

‘Blackboard’.

2.3.4 It is pleasing to observe that >90% of respondents agreed that course facilitators endeavour to

create a ‘safe’ learning environment, put candidates at ease and demonstrate consideration and

patience to all participants.

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2.4 Accredited Provision

2.4.1 This section was completed by those candidates who had participated in one of the Accredited

Courses offered by the RTU (54% of the respondents):

ILM level 3 Award/Certificate; ILM level 5 Diploma CMI level 7 Executive Diploma

2.4.2 > 85% of respondents indicated that the subjects studied during the course were applicable to

their present job and that they were useful for posts which they may wish to apply for in the

future. The results indicate however that some candidates have experienced difficulty in using

work related examples for written assignments. High ratings (> 85% Excellent, Good, Fair)

were received in respect of the quality of facilitators knowledge in the given subject area,

achievement of course objectives and the quality of visual aids e.g. PowerPoint.

2.4.3 27% of respondents who had participated in an accredited programme rated the length of time

between completing the required coursework and discovering the final outcome (pass/fail/more

work to complete) as ‘poor’.

2.4.4 88% of respondents stated that it was important to them to complete a course which has been

externally verified by such bodies as the Chartered Management Institute CMI and the Institute

of Leadership and Management ILM.

2.4.5 During the completion period for the survey, those who had participated in accredited

programmes indicated that: -

8% did not complete the course, reasons given included:

o Job change and lack of commitment from trainer.o Due to personal family circumstances I was unable to complete ILM

course.o Very hectic workload at work so not able to take time-out to attend

course.

45% completed the course and submitted all necessary coursework

20% have completed the course but have not yet submitted all coursework, reasons given included:

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o Difficult to fit write up of project into work time.o Job changed half way through the programme and I found it difficult to

get the time to complete assignmentso Too many other pressures both in work and outside. Hope to complete

last 2 assignments very soon.

For 27% of participants the course had not yet finished.

2.4.6 Participants were asked how their training need for participation in an accredited course of study was identified:

Table 6Identification of Training Needs

Frequency Per CentBy Line Manager 31 41Via Appraisal 20 26RTU Web-Site 5 6Other 19 25RTU Circular 1 2Total 76 100

These results indicate that the majority of training needs are identified with assistance from Line Managers.

2.4.7 Participants were asked to indicate how they found out about the course they participated in, the results indicated:

Table 7

Frequency Per CentRTU Prospectus 18 22RTU Information Session 3 4RTU Web-Site 1 1From Line Manager 20 26From Training Manager 13 17From RTU Staff 7 9From a Colleague 6 8More than one of the above

5 7

Other 4 6Total 77 100

The RTU Prospectus and Line Managers are key in informing potential candidates about accredited course provision.

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2.5 Overall Provision

2.5.1 This section seeks to encompass the views of all respondents regardless of the course they

attended and relating to their ‘entire experience’ of the programme, hence the title ‘Overall

Training Provision’. Many of the results from this section have been reinforced by similar

questions asked in previous sections e.g.

Relevance of training material – 95% positive Use of ‘up to date’ materials – 90% positive Facilitators knowledge of subject matter – 98% positive Training venues used were fit for purpose 98% positive

2.5.2 A high proportion of respondents indicated that they have been able to apply the learning from

the course to their work (89%). 6% indicated that this was not the case. Reasons given for this

included:

Would have preferred to receive guidance or advice on how to deal with more down to earth issues e.g. legal issues, HR or problem solving.

Did not attend course long enough to apply to present post. Course content not relevant to specific work area. Too general. Although staff were

from same ‘business area’. Changed jobs – have not completed the course. Hope to do so as RPA situation clarifies. Often the course content was not applicable to my area of work, it was more business

related. I have been able to apply some aspects but not all.

2.5.3 78% indicated that would recommend the course to a colleague and indicated that their

attendance at the course was a good use of their time.

2.5.4 In line with recommendations form the Public Service Commission guidance in relation to

training for staff during a period of change, questions relating to the effectiveness of training in

respect of:

The development of leadership capacity Improvement of communication skills Improving skills in managing conflict and Enabling and facilitating change

were included. The responses were all positive with >70% in agreement. It is apparent

however, that further consideration must be give to the inclusion of these 4 elements when

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designing and developing future courses prior to and during the establishment of the Education

and Skills Authority.

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2.6 The Management Resource Centre

2.6.1 The Management Resource Centre (MRC) which is located at the RTU aims to provide all

education staff in Northern Ireland with the resources to support corporate and personal

management development. The MRC gives Province-wide support to all education staff by

providing access to published paper and electronic resources. The business of the Regional

Training Unit is offering high quality staff development, and the collection within the MRC

supports this. The collection is management based: management processes and theories, and

education management and theories.

2.6.2 The following range of services and materials are on offer:

Books, periodicals and audio-visual materials Access to online resources, and multi-media discs Study facilities with access to computers Information provision (either by telephone, e-mail or in person) Photocopying facilities at 10 pence per sheet (and done under rules of copyright) Requests for books and journal articles not currently in stock will be serviced through a

wide range of sources, including the British Library.

Staff may request and borrow books, use the library for studying, or use the librarian to source

information.

2.6.3 The results from the survey highlight that only 58% of respondents were aware of the materials

that are available at the MRC, only 31% had visited the MRC and 43% were aware of the

process to enable them to borrow/access resources. 15% of those who replied indicated that

they had borrowed resources from the MRC.

2.6.4 The results indicate that overall <20% of respondents have received assistance in respect of

research and have used the on-line facility at www.rtuni.org to search the MRC library. 72% of

respondents indicated that they ‘didn’t know’ whether the resources available in the MRC were

up to date and relevant for their course of study.

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http://www.rtuni.org/

2.6.5 Almost all the respondents who have used the resources in the MRC have rated the quality,

range, of resources as excellent and good. An even higher proportion of those who have used

the resources have rated the quality of the advice and support provided by the MRC staff as

excellent and good.

2.6.6 It is apparent that there are many members of staff who choose not to avail of the resource. A

variety of reasons have been provided for this, including:

My course did not require use of the MRC as it was a practical rather than

academic course. However, I have visited the MRC in a professional capacity and been

involved in discussions with the manager;

Not needed – I use internet;

Haven’t found anything relevant;

Pressure of work;

Felt there was no requirement for the areas I was covering;

No time to go and look/borrow resources from MRC

Just have not considered it and the premises seem so far away. Out of sight out

of mind!

Unaware of process/materials available. May be of use to me but have never

used the MRC,

Not at this time but a facility I may use in the future,

Poor communication and advertising of MRC. This is the first I’ve heard of it,

Unable to visit on days of course & not easily accessible,

Tend to use internet or library service for material,

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I just have not needed to obtain any material to date but am aware of this

resource.

RTU not easily accessible from Armagh. Also the handouts from facilitators

were excellent. I was also able to access material myself because I work in the Lib

Service.

The MRC has other staff located there but carrying out other RTU work.

Consequently there is little or no reading space to look through books before borrowing.

2.7 Key Features of the Staff College Provision

2.7.1 Section 6 of the survey required respondents to score out of 100 the following key features of

RTU provision (see Table 8 below). The feature which scored highest (based on average

scoring) and was rated the most important feature when respondents evaluated a

course/conference provided by the RTU was:

“The ability of the RTU Staff College to perform the promised service dependably and accurately”

With a score of 28 out of a potential 100 points.

2.7.2 Using this approach, the feature which scored the least number of points was:

“The caring, individualised attention the RTU Staff College provides for its candidates”

With a score of 16 out of a potential 100 points.

2.7.3 The scores for the other features are outlined in Table 8 below.

Table 8

Number of Points

The ability of the RTU Staff College to perform the promised service dependably and accurately.

28

The appearance of the facilities used by the RTU Staff College, including venues, quality of food, handouts, equipment, personnel and communication materials such as the Prospectus and the RTU Web Site.

19

The RTU Staff College willingness to help candidates and provide a prompt service.

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16

The knowledge and courtesy of the RTU Staff College staff, and their ability to convey trust and confidence.

18

The caring, individualised attention the RTU Staff College provides for its candidates.

16

Total 100 Points

2.7.4 To test the validity of this type of questioning, respondents were asked to indicate which of the

five elements was the most important. 61% of those who responded indicated that

“The ability of the RTU Staff College to perform the promised service dependably and accurately”

was the most important.

Table 9

What feature among the five listed is the most important to you?

% RatingThe ability of the RTU Staff College to perform the promised service dependably and accurately.

61


12


11


9


7

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2.7.5 The feature which was rated second most important with a score of 24% was:

“The knowledge and courtesy of the RTU Staff College staff, and their ability to convey trust and confidence”

Table 10

Which feature is second most important?

% RatingThe knowledge and courtesy of the RTU Staff College staff, and their ability to convey trust and confidence.

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23


21


19


13

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2.7.6 The least important feature of RTU provision which respondents highlighted was:

“The appearance of the facilities used by the RTU Staff College, including venues, quality of food, handouts, equipment, personnel and communication materials such as the Prospectus and the RTU Web Site”

With a percentage rating of 45%

Table 11

Which feature is least important to you?

% RatingThe appearance of the facilities used by the RTU Staff College, including venues, quality of food, handouts, equipment, personnel and communication materials such as the Prospectus and the RTU Web Site.

45


36


7


7


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2.7.7 Based on the SERVQUAL model the results indicate that the Staff College should emphasise

the following elements in this order:

1 Reliability - ability to perform service dependably and accurately

2 Assurance - ability of staff to inspire confidence and trust

3 Responsiveness - willingness to help and respond to customer need

4 Empathy - the extent to which caring individualised service is given

5 Tangibles - physical facilities, equipment, staff, appearance, etc.

5.7.8 These findings indicate that while all features of RTU Staff College provision are important to

all participants, it is crucial that a balance is achieved with regard to those aspects of service

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delivery which are considered to be more important than others. Staff College should focus on

elements such as: “The ability of the RTU Staff College to perform the promised service

dependably and accurately” and “The knowledge and courtesy of the RTU Staff College staff

and their ability to convey trust and confidence to ensure maximum satisfaction with the service

provided”.

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2.8 Survey Review

2.8.1 The creation of this inaugural survey provided an opportunity for this survey approach to be

reviewed. The results are very helpful and suggest that respondents consider that it would be

useful for Staff College to adopt a systematic and structured approached to consulting with

candidates as part of an overarching ‘evaluation’ process.

2.8.2 The results indicate that it took respondents 8 minutes on average, to complete the survey and

that 83% considered that its length and the time it took them to complete it was appropriate and

that the scope and range of issues covered was relevant.

2.8.3 92% of respondents indicated that they welcomed the opportunity to comment on the quality of

RTU Staff College Provision, while 90% believed that the questions asked and statements

contained in the survey are clear and unambiguous:

Survey has a great layout, very clear on first read – nice work; I know that individual courses have feedback but one issue with this survey for me was

judging my overall view. The generic answers provided have some interesting features behind them which I believe would allow you to better evaluate the source.

2.8.4 With regard to the four week period to complete and return the survey, 94% of respondents

considered that this was realistic.

2.8.5 >80% indicated that in the future the facility for completing the survey on-line should be

considered and that the survey is a useful instrument for assisting the Staff College to identify

strengths and areas for improvement.

2.8.6 A lower number of respondents considered (48%) that the survey should be carried out on a bi-

annual basis. 92% indicated that the results of the survey should be made available for all those

who participated, via the RTU Web-Site.

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3. Strengths and Areas for Improvement

Background

Over the last 3 years the RTU Staff College has been operating within a context of change and

uncertainty. During that period there have been significant staffing changes e.g. the career break of the

Staff College Deputy Director, the retirement of one member of the Professional Development Team,

the long term absence of another member of the team and the subsequent appointment of new members

of staff. There have also been considerable changes to the course requirements of a number of the ILM

accredited programmes. This particular change has increased the number of pieces of work which

candidates need to complete to successfully achieve accreditation. It is against this backdrop that the

Staff College have been operating and against which the survey results relate.

The survey findings highlight a number of key strengths and areas for improvement for the RTU Staff

College. It is envisaged that the identification of such strengths and areas for improvement will provide

a platform for further improvement to what is already an excellent service, and will enable the Staff

College to successfully manage the challenges it may face in the future.

These include:

3.1 Strengths

3.1.2 High levels of satisfaction are evident with the quality of the provision of learning and

development opportunities offered by the Staff College. In particular, the commitment of

Professional Development Officers, their level of expertise and their ability to engage with

participants, while contributing positively to the creation of a ‘safe’ and constructive learning

environment.

3.1.3 The opportunity which is afforded, by the Staff College to Staff within the Education Sector to

achieve accredited professional qualifications, is highly valued. Much of the learning and

development from such provision has enabled current and past participants to bring added value

to their current job role and also acts as an enabler for them to apply for promotion

opportunities when they arise.

3.1.4 It is apparent that the range of specialist training which has been delivered over the last 2 years

to non-teaching staff has been well received. Examples of such specialist training includes: An

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Introduction to Competency Based Interviewing; Project Management; Fraud Awareness; and

Investigative Practice.

3.1.5 The Management Resource Centre, located in the RTU is a valuable resource which enables

course participants to access up to date materials including journals to aid their course of study.

This service is highly valued by those staff that have made use of this facility.

3.1.6 The Staff College provides information and details of courses which are available, to potential

candidates on an annual basis, through the Staff College Prospectus. This information is

available in hard copy format, as well as electronically. Such information includes course

content, course duration and assignment requirements and it is clear that this document is used

by managers and staff to assist in the identification and to fulfil training needs.

3.1.7 The venues and their locations which have been used for courses are of a high standard and

provide an opportunity for candidates to learn in an environment remote from their normal

place of work.

3.2 Areas for Improvement

3.1.8 The Staff College has over a number of years developed procedures relating to Accredited

Course Provision. Evidence from the survey suggests that it may be useful to review the

current procedures to improve processes, and ensure a consistent approach for all participants at

course induction. Information provided at induction for candidates and their managers should

include course dates, venue, module title, assignment title (if applicable), date for submission of

assignment and timeframe for receiving feedback and/or result. Such an approach should assist

in reducing rates of those who fail to complete courses of study; ensure assignments are

completed, assessed, internally and externally verified within acceptable time limits; and

guarantee that all participants are fully aware of course requirements prior to commencement of

course.

3.1.9 The Management Resource Centre (MRC) is a valuable resource for all staff within the

Education Sector. It is apparent that this resource is not used to its full capacity. Consideration

should be given, in conjunction with partner bodies to the development of appropriate

promotional strategies to increase awareness and maximise use of this resource.

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3.1.10 Feedback from the survey suggests that information provided in the RTU Prospectus is widely

used to inform the decision making process for both managers and staff regarding attendance at

courses and conferences organised by Staff College. The Staff College, in partnership with all

partner organisations should seek to develop innovative approaches to awareness raising and

communication to ensure that all staff are aware of all courses and conferences in a timely and

appropriate manner, to ensure optimal attendance and value. It may be beneficial to consider

advertising courses via ‘Intranet’ or via the use of e-mail alerts.

3.1.11 Course materials, handouts etc., are currently provided to candidates in ‘hard copy’ format.

Conscious of environmental issues and to ensure that available technology is fully exploited,

advantage may be gained in making course materials available for download via a secure site.

Greater use should also be made of on-line learning mechanisms such as ‘Blackboard’.

3.1.12 Evidence from the survey suggests that there are issues for Staff College ‘Customers’

concerning a perceived inconsistent approach to responses provided to written, electronic and

verbal enquiries. During the summer of 2008 a ‘mystery shopper’ exercise was carried out

which enabled the Staff College to develop acceptable standards of service concerning response

times. These standards, which are now available on the RTU Web Site, clearly state the

response times that customers can expect when contacting Staff College Staff. This information

will also be provided to course candidates at their induction. Staff College staff must ensure that

they comply with these standards at all times and make sure that the ‘out of office’ facility is

switched on when they are unavailable.

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REGIONAL TRAINING UNIT - School Development Service Staff C… · Web view · 2010-06-15The first Regional Training Unit (RTU) ... have been included in this report. The full results

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